What do you notice?
What do you wonder?

The College
Classroom
Tuesday, January 7
Thursday, January 9
Winter 2014

1
Image...
Who Am I – Peter
2

Peter Newbury





PhD (Univ. of British Columbia, Vancouver, Canada) 1998
in applied math
Carl Wie...
Who am I - Beth
 Dr. Beth Simon









Faculty, Computer Science and
Engineering
Sr. Associate Director for Learn...
Who Am I – Steph
4

Steph Carmack




PhD candidate in Stephan Anagnostaras’ lab in the UCSD Division of
Social Sciences...
Why are you taking TCC?
5

[job] I’m looking for a tenure-track academic position and
knowing about teaching will help me ...
A quick survey:
6

We have people with different backgrounds in our
audience: Raise your hand if this is you:
Who experien...
Introduction to teaching and learning
in higher education
Survey
8

Which of these do you most associate with a typical
university lecture?
A)
B)
C)
D)
E)

listening
absorbing
note...
The traditional lecture is based on the
transmissionist learning model
9

collegeclassroom.ucsd.edu

#tccucsd

(Image by u...
Let’s have a learning experience…
10

collegeclassroom.ucsd.edu

#tccucsd
Here is an important new number
system. Please learn it.
11

1=

4=

7=

2=

5=

8=

3=

6=

9=

collegeclassroom.ucsd.edu...
Test
12

What is this number?

collegeclassroom.ucsd.edu

#tccucsd
Scientifically Outdated, a Known Failure
13

We must abandon the tabula
rasa “blank slate” and “students
as empty vessels”...
New Number System
14

Here’s the structure of the “tic-tac-toe” code:

1

5

6

7

#tccucsd

3

4

collegeclassroom.ucsd.e...
Test
15

What is this number?

collegeclassroom.ucsd.edu

#tccucsd
Constructivist Theory of Learning
16

New learning is based on knowledge
you already have.
You store things in long term m...
How People Learn [1]
17

Learning is not about what
professors do.
It’s about what THE LEARNER does!
Corollary:
Students d...
What the best college teachers do [2]
18

The best college teachers create environments where
“students encounter safe yet...
Course Information
What are the goals of TCC?
20

collegeclassroom.ucsd.edu

#tccucsd
Course-level
learning outcome (LO) #1

Course-level LO #3

Course-level LO #2

Topic-level
TopicLO
Topic-level
Topic-level...
Course-level learning outcomes
22

By the end of The College Classroom, you’ll be able to
 be reflective and scholarly ab...
Topic-level learning outcomes
23

Many topic-level learning outcomes in
1. modern theory of Constructivist learning




...
Topic-level learning outcomes
24

Many topic-level learning outcomes in
2. best practices for the college classroom




...
Topic-level learning outcomes
25

Many topic-level learning outcomes in
3. how to be a successful, professional educator
...
How do we do all this in just
80 minutes per week?
Traditional classroom
27

 first exposure to material is in class, content is
transmitted from instructor to student
 le...
Flipped classroom
28

 student learns easy content at home: definitions,
basis skills, simple examples. Frees up class ti...
What is going to happen in this class
29

Weekly meetings in Center Hall, Room 316:
 1hr 20 min “lecture” – mixture of th...
collegeclassroom.ucsd.edu
30

All course information,
presentations, links to
readings, discussions, etc.
will be on the c...
Clicker question
31

Which best describes your experience with blogs?
A) I don’t have any experience with blogs.
B) I read...
Course blog is public so
32

 I can only provide links to copyrighted articles, not
the articles (PDF) themselves




y...
How you will be assessed
33

The College Classroom is not an official UCSD course.
You will not receive an grade on your t...
Syllabus
34

Week 1)

Introduction

Teaching Statements

2)

How people learn

3)

Development of expertise

4)

Learning ...
Homework for Week 2:
35

 Visit the course blog, collegeclassroom.ucsd.edu
 Find the homework for Week 2 (to be complete...
References
36

1. National Research Council (2000). How People
Learn: Brain, Mind, Experience, and School: Expanded
Editio...
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The College Classroom (Wi14) Week 1: Introduction

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Peter Newbury
Center for Teaching Development
University of California, San Diego
9 January 2014

collegeclassroom.ucsd.edu

Published in: Education, Technology
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The College Classroom (Wi14) Week 1: Introduction

  1. 1. What do you notice? What do you wonder? The College Classroom Tuesday, January 7 Thursday, January 9 Winter 2014 1 Image: Greinke and Bob McClure by ChrisM70 on flickr CC collegeclassroom.ucsd.edu #tccucsd Unless otherwise noted, this work is licensed under a Creative Commons AttributionNonCommercial 3.0 Unported License.
  2. 2. Who Am I – Peter 2 Peter Newbury    PhD (Univ. of British Columbia, Vancouver, Canada) 1998 in applied math Carl Wieman Science Education Initiative, 2008 – 2012 Associate Director, Center for Teaching Development since August, 2012 Teaching and learning interests:     how people learn how to motivate instructors to transform the way they teach finding the most effective ways to implement peer instruction (clickers) Establishing and maintaining an online personal learning network @polarisdotca collegeclassroom.ucsd.edu #tccucsd peternewbury.org
  3. 3. Who am I - Beth  Dr. Beth Simon       Faculty, Computer Science and Engineering Sr. Associate Director for Learning Sciences and Technology, Center for Teaching Development Undergrad in Midwest (no TAs) PhD UCSD 2001 Research: (Computer) Science Education Mountain Biking, Cooking/Eating, Beer
  4. 4. Who Am I – Steph 4 Steph Carmack   PhD candidate in Stephan Anagnostaras’ lab in the UCSD Division of Social Sciences The College Classroom and Summer Graduate Teaching Scholar alum (2013) Research interests:    The relationship between memory and addiction Pychostimulant mechanisms in ADHD Moral attitudes toward academic doping Teaching experience :   2 accelerated summer classes for high school students (Summer 2012-3) Neurobiology of Learning and Memory (Summer 2013) collegeclassroom.ucsd.edu #tccucsd
  5. 5. Why are you taking TCC? 5 [job] I’m looking for a tenure-track academic position and knowing about teaching will help me get a job. [teaching experience] I have little/no teaching experience and I want to get some. [better instructor] I’ve taught before and I want to become a better instructor. [pedagogy] I’m interested in the theory and pedagogy of teaching and learning. [required] I’m an SGTS or a GAANN Fellow A) 1 reason collegeclassroom.ucsd.edu #tccucsd B) 2 C) 3 D) 4 E) 5
  6. 6. A quick survey: 6 We have people with different backgrounds in our audience: Raise your hand if this is you: Who experienced undergraduate education in the US? Who has had a teaching experience before? Who has given a technical talk? Who has English as a second language? Who has been a student in a large (150+ students) class? collegeclassroom.ucsd.edu #tccucsd
  7. 7. Introduction to teaching and learning in higher education
  8. 8. Survey 8 Which of these do you most associate with a typical university lecture? A) B) C) D) E) listening absorbing note-taking learning other collegeclassroom.ucsd.edu #tccucsd
  9. 9. The traditional lecture is based on the transmissionist learning model 9 collegeclassroom.ucsd.edu #tccucsd (Image by um.dentistry on flickr CC)
  10. 10. Let’s have a learning experience… 10 collegeclassroom.ucsd.edu #tccucsd
  11. 11. Here is an important new number system. Please learn it. 11 1= 4= 7= 2= 5= 8= 3= 6= 9= collegeclassroom.ucsd.edu #tccucsd
  12. 12. Test 12 What is this number? collegeclassroom.ucsd.edu #tccucsd
  13. 13. Scientifically Outdated, a Known Failure 13 We must abandon the tabula rasa “blank slate” and “students as empty vessels” models of teaching and learning. collegeclassroom.ucsd.edu #tccucsd
  14. 14. New Number System 14 Here’s the structure of the “tic-tac-toe” code: 1 5 6 7 #tccucsd 3 4 collegeclassroom.ucsd.edu 2 8 9
  15. 15. Test 15 What is this number? collegeclassroom.ucsd.edu #tccucsd
  16. 16. Constructivist Theory of Learning 16 New learning is based on knowledge you already have. You store things in long term memory through a set of connections that are learning is done made with your existing memories. by individuals Creating memories (aka learning) involves having neurons fire and link up in networks or patterns. (fMRI is allowing us to observe learning as it happens.) collegeclassroom.ucsd.edu #tccucsd (Images by Rebecca-Lee on flickr CC)
  17. 17. How People Learn [1] 17 Learning is not about what professors do. It’s about what THE LEARNER does! Corollary: Students do not LEARN just by listening to the professor explain collegeclassroom.ucsd.edu #tccucsd
  18. 18. What the best college teachers do [2] 18 The best college teachers create environments where “students encounter safe yet challenging conditions in which they can try, fail, receive feedback, and try again without facing summative evaluation” a test that counts for marks collegeclassroom.ucsd.edu #tccucsd
  19. 19. Course Information
  20. 20. What are the goals of TCC? 20 collegeclassroom.ucsd.edu #tccucsd
  21. 21. Course-level learning outcome (LO) #1 Course-level LO #3 Course-level LO #2 Topic-level TopicLO Topic-level Topic-level level LO Topic-level LO LO LO Topic-level TopicTopic-level Topic-level LO level learning outcomeLO TopicLO level LO TopicTopicTopic- Topic-level level LO level LO level LO LO 21 collegeclassroom.ucsd.edu #tccucsd Course-level LO #4 Topic-level LO Topic-level LO Topic-level LO Topic-level LO Topiclevel LO Topiclevel LO
  22. 22. Course-level learning outcomes 22 By the end of The College Classroom, you’ll be able to  be reflective and scholarly about your teaching  explain why certain instructional activities are successful and why others are not  identify and support student-centered learning environments  recognize and build upon the diversity of your students  know how to succeed as a professional educator in higher education  interact with the online teaching and learning community through blogging and Twitter collegeclassroom.ucsd.edu #tccucsd
  23. 23. Topic-level learning outcomes 23 Many topic-level learning outcomes in 1. modern theory of Constructivist learning   by the end of the course, you’ll be able to have an elevator conversation describing the importance of metacognition in learning. and many more… collegeclassroom.ucsd.edu #tccucsd
  24. 24. Topic-level learning outcomes 24 Many topic-level learning outcomes in 2. best practices for the college classroom   by the end of the course, you’ll be able to write a peer instruction (clicker) question and explain to a colleague the rationale behind the question and choices and describe how it can be incorporated into the lesson. and many more… Throughout the classes, we’ll be trying to model best practices so try to watch how we teach as well as what we teach. collegeclassroom.ucsd.edu #tccucsd
  25. 25. Topic-level learning outcomes 25 Many topic-level learning outcomes in 3. how to be a successful, professional educator   by the end of the course, you’ll be able to collaborate with others using Google docs. and many more… collegeclassroom.ucsd.edu #tccucsd
  26. 26. How do we do all this in just 80 minutes per week?
  27. 27. Traditional classroom 27  first exposure to material is in class, content is transmitted from instructor to student  learning occurs later when student struggles alone to complete homework, essay, project learn easy stuff together transfer collegeclassroom.ucsd.edu #tccucsd learn hard stuff alone assimilate
  28. 28. Flipped classroom 28  student learns easy content at home: definitions, basis skills, simple examples. Frees up class time for...  students come to class prepared to tackle challenging concepts in class, with immediate feedback from peers, instructor learn easy stuff alone learn hard stuff together transfer assimilate collegeclassroom.ucsd.edu #tccucsd
  29. 29. What is going to happen in this class 29 Weekly meetings in Center Hall, Room 316:  1hr 20 min “lecture” – mixture of theory and practice  interact in small groups (e.g. peer instruction with clickers)  Tue 11:00a – 12:20p, Tue 2:00 – 3:20p, or Thu 12:30 – 1:50p  If you need to attend a conference, job interview or something of that nature, attend another weekly session and let us know. To prepare:  read assigned research paper, chapter, article, etc.  do an activity (post on the class blog, leave comments on others’ posts, observe a class, etc.) Professional career preparation: (details later in quarter)  draft a Teaching Statement  create microteaching experience collegeclassroom.ucsd.edu #tccucsd
  30. 30. collegeclassroom.ucsd.edu 30 All course information, presentations, links to readings, discussions, etc. will be on the class blog. (Image by kitsu on flickr CC) Each of you will have a username and password so you can post to the blog. (You don’t need to login to access the course materials or leave comments, though.) collegeclassroom.ucsd.edu #tccucsd
  31. 31. Clicker question 31 Which best describes your experience with blogs? A) I don’t have any experience with blogs. B) I read blog occasionally C) I read blogs often and leave comments D) I’ve written posts on someone else’s blog E) I have my own blog collegeclassroom.ucsd.edu #tccucsd
  32. 32. Course blog is public so 32  I can only provide links to copyrighted articles, not the articles (PDF) themselves   you may need to be on-campus so you can use UCSD credentials to access subscriptions you may be able to connect from home with the UCSD web proxy server (search Blink for “web proxy”)  Your posts and comments will be visible to the public. Be aware of what and how you write: your posts become part of your digital footprint.  If you include pictures in your posts, they must not be protected by copyright (use Creative Commons pix?) collegeclassroom.ucsd.edu #tccucsd
  33. 33. How you will be assessed 33 The College Classroom is not an official UCSD course. You will not receive an grade on your transcript. To receive a completion certificate (and for SGTSs, to be qualified to teach in the Summer), you must  attend all sessions  thoughtfully complete all assigned work.  contribute during class in a professional, collegial manner. collegeclassroom.ucsd.edu #tccucsd
  34. 34. Syllabus 34 Week 1) Introduction Teaching Statements 2) How people learn 3) Development of expertise 4) Learning outcomes 5) Growth and fixed mindsets, assessment 6) Cooperative learning strategies 7) Diversity of learners 8) Alternatives to lecture Microteaching presentations 9) The first day of class preparation background first draft review and feedback second draft 10) Teaching as research, succeeding in academia 11) Microteaching presentations collegeclassroom.ucsd.edu #tccucsd (topics and/or order may change as the course progresses)
  35. 35. Homework for Week 2: 35  Visit the course blog, collegeclassroom.ucsd.edu  Find the homework for Week 2 (to be completed before the Week 2 sessions on Jan 14 and 16.)  You will need the password to access certain items. The password is ________________. collegeclassroom.ucsd.edu #tccucsd
  36. 36. References 36 1. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R. Cocking (Eds.),Washington, DC: The National Academies Press. 2. Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press. collegeclassroom.ucsd.edu #tccucsd

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